FULL PROPOSAL: Substantive Change(s) to a Course Title of proposal (must begin with department abbreviation): CPSC 4530 - Data Visualization and Exploration Place an X next to the ones that apply: Significant modification of course content by the addition or removal of topics embodied in the original course proposal. Changing the course number by multiples of 1000 (e.g., 1230 to 2230 or 4320 to 3320) Changing the credit hours awarded for the course Changing course prerequisites or corequisites Creating a new course Effective date: Fall 2015 Contact information: Spokesperson Name:Dalei Wu Building:EMCS Phone Extension:4386 Department:Computer Science Office Number:315C Email:dalei-wu@utc.edu Faculty of the originating department approved this proposal on (date) by a vote of 11 aye votes; 0 nay votes; 0 abstentions; 1 eligible voting members absent 1. Description of proposed changes 2. Rationale for requested change Include any information and/or data which is being used to justify the change(s) 3. Current course as listed in the Catalog Prefix: Title: Prerequisites: Cross-listed courses: Number: Credit Hours: Co-Requisites: 4. Current course description as listed in the Catalog
5. Proposed new course as it will be listed in the Catalog Prefix: CPSC Number: 4530 Title: Data Visualization and Exploration Credit Hours: 3 Prerequisites: CPSC 3220, CPSC 4240 Co-Requisites: Cross-listed courses: 6. Proposed new description and program requirements to be listed in the Catalog (catalog copy) The process of facilitating the understanding of complex data. Topics may include human perception & attention, visualization software & toolkits, maps, network visualization, multivariate visual representation, and exploratory data analysis. 7. What is the instructional method for the course (Please select one)? Lecture - Face-to-face Classroom Instruction 8. How will this course be graded (Please select one)? Standard letter grade 9. What are the pedagogical objectives of the course? This course is proposed to meet a growing business need of individuals skilled in information and business intelligence, data analytics, data visualization, business programming and other software skills. The proposed course will combine theory and practice to enable the student to gain the necessary knowledge to compete in the ever changing work environment. Students will learn concepts and methods designed to improve the business decision-making process by putting targeted information into the hands of those who need it most. They will understand business critical processes that drive organizational structures and systems within the context of varying stakeholder interests. Additionally, they will be able to define and evaluate potential initiatives that best fit organizational goals. This proposal will enable UTC to meet the need of local industry such as Blue Cross Blue Shield, U.S. Xpress, UNUM, etc., and educate professionals in areas of business intelligence and big data. Specifically, at the end of this course students should be able to effectively develop, manage, integrate, and use corporate information resources. Specifically, on successful completion of this unit, students will be able to: Have a good understanding of the concepts and theory in data visualization & exploration; Become familiar with a number of common data domains and corresponding analysis tasks, including multivariate data, networks, text and cartography; Use storytelling principles to design coherent and clear visualizations; Use principles of human perception and cognition in visualization design; Create web-based interactive visualizations using tools like JavaScript and D3; Read and discuss research papers from the visualization literature.
10. Outline the student learning outcomes a statement of the minimum expectations of students as they complete the course. You must list at least three outcomes. Learning Outcome 1: students will be able to articulate the concepts and theory in data visualization & exploration. Learning Outcome 2: students will be able to apply storytelling principles to design coherent and clear visualizations, use principles of human perception and cognition in visualization design, and create web-based interactive visualizations using tools like JavaScript and D3. Learning Outcome 3: student will be able to evaluate design practices of data visualization in real world settings. 11. How will students be assessed on the learning outcomes? 90+ = A; 80-89 = B; 70-79 = C; 60-69 = D; below 60 = F. Assignment 20% Graduate Labs/Project 25% Exams (1 & 2) 30% Final 25% Total 100% Learning Outcome 1 will mainly be assessed though assignments and exams. 90% of all students will demonstrate good understanding of the concepts and theory in data visualization & exploration in each assignment. 90% of all students will score at least 70% or better on all the exams. Learning Outcome 2 will mainly be assessed through lab assignments. 80% of all students will give correct result demos for each lab assignment. Learning Outcome 3 will mainly be assessed though design practice reviews. 100% of all students will show their appreciation of good design practices of data visualization in different disciplines. 12. If this course changes the program curriculum map, please attach a copy of the updated curriculum map here. Please see the direction at the end of this proposal for how to upload your curriculum map document. 13. Provide additional information about the course including (a) how often the course is to be offered, (b) who will be the routing instructor or course coordinator, and (c) what steps will be taken by the department to ensure its continued coverage (current expertise and interest within the department). (a) Fall semesters, (b) Dalei Wu, dalei-wu@utc.edu (c) The department is devoting more and more time and effort to the development of Data Science Program. The department has the resources and faculty with the expertise to open the course. We have the capacity to enroll more students interested in data science and recruit more faculty with expertises in the area. 14. Will the proposed changes require a change to the Clear Path Showcase (4-year plan)? If yes, please attach both current and revised clear path documents. Please see the directions at the end of this proposal for how to upload your clear path document.
15. How will the proposed changes impact the ability of students to complete the degree requirements in a timely manner, and how will the proposed changes impact requirements in other departments or programs? 16. Will a laboratory/studio fee or other course fee be assessed? If yes, include a rationale for the fee assessment. Yes. The labs will be involving programming projects. No hardware is needed. Students will JavaScript/D3 to work on the labs. 17. Does this change require new resources from the originating department or other departments (including the library)? If yes, please explain. Some software tools for data visualization maybe needed. Direction for uploading supporting documents: 1. To upload your model syllabus to the folder for your proposal go to https://spaces.utc.edu/sites/undergraduateproposal. 2. Next, click on the name of your proposal under My Proposals. 3. Click the Documents tab and then click the Upload Document tab. Important: After completing your proposal you must start the Curriculum Proposal Workflow. To begin workflow: 1. Click on the name of your proposal below. 2. Next, click the "Document Set Manage" tab in the ribbon at the top of the page and select the "Workflows" button. 3. Under "Start a New Workflow" click "Curriculum Proposal Workflow" and then click the "Start" button. Workflow Sequence for Full Proposal Course Changes
1. Department Head 2. College Curriculum Committee 3. College Dean 4. Other Areas Affected (If any) 5. Records Office 6. Associate Provost 7. Provost (if a fee will be assessed) 8. Faculty Senate Curriculum Committee 9. Faculty Senate